Posted: March 16th, 2022

Integrating Resources and Technology Summary Paper

Integrating Resources and Technology Summary Paper
Integrating Resources and Technology Summary Paper

Identifying and utilizing quality developmentally appropriate resources and technology will enhance learning opportunities and increase retention of information for early childhood students. Educators must evaluate and select developmentally appropriate resources based on research and knowledge of student needs, capabilities, and interests. A knowledgeable educator will anticipate challenges and problems that may arise when implementing the resources and technology in the classroom and will proactively find solutions to avoid those challenges. Integrating Resources and Technology Summary Paper

For this assignment, you will use the standards and objectives from Topic 3 to complete the “Instructional Design Topic 5: Integrating Resources and Technology” section of the “Instructional Design Unit” template. Select four developmentally appropriate resources, per grade band, that will support each objective. One of the resources should be technology-based. In 50-100 words per resource, provide the following:

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A rationale for each selected resource
How it supports developmentally appropriate practice
Possible challenges that may arise with each resource, and strategies to overcome those challenges
In a 250-500 word summary, discuss the benefits of using technology to support learning in early childhood education classrooms. What are the drawbacks and how can you plan for these ahead of time?

Instructional Design Unit

Undergraduate

Instructional Design Topic 1: The Learning Cycle

Learning Cycle

1. Pre-assessment and Standard Alignment
a. Definition: Refers to evaluating learner’s understanding by gathering the relevant information relating to student learning before implementing any course curriculum. The objective is to use the outcomes to ensure the specific curriculum enables students to realize the milestones outlined in the standards.

b. Example: A teacher may start writing activities and tasks the students will have to complete to under the current skill and understanding levels to group them accordingly. It may also include the use of a survey on a particular topic to see students’ responses and areas that require improvement.

c. Resources: Textbooks, self-assessment tests, surveys

2. Instructional Strategies
a. Definition: Are the techniques adopted by teachers to enhance students’ independence while helping them become strategic learners. They become learning approaches when students select the most relevant ones and use them to complete specific tasks.

b. Example: Peer learning, leaderboards, gamification, and interactivity.

c. Resources: Interactive notebooks, visual learning tools, and summarizers and activators.

3. Assessment
a. Definition: Is the process used by teachers to gather and discuss information from different sources with the aim of developing a deep understanding of the student’s current knowledge, understanding, and application of the skills because of the educational experience.

b. Example: Mid-term or end-of-term exams

c. Resources: Grading guide, assessment plan and rubric templates

i. Formative

a.) Definition: Diverse approaches adopted by teachers for conducting in-process students’ Assessment to determine their academic progress, learning needs, and comprehension in a course, unit, or lesson.

b.) Example: Impromptu quizzes, lesson exit tickets for summarizing the knowledge and skills learnt.

ii. Summative

a.) Definition: Is a method that assesses student learning, academic achievement, and skill acquisition after concluding a specific instructional period such as year, semester, course, or unit. Integrating Resources and Technology Summary Paper

b.) Example: Standardized tests

4. Review the assessment data
a. Definition: It includes data analysis based on a specific scale on a given set of data to determine the understanding level and skill acquisition and the students that require additional help to grasp a particular idea or concept.

b. Example: Use of class average to determine best performers and those that need more help.

c. Resources: Common core learning tools

5. Reteach (group and/or individual)
a. Definition: Refers to the action of teachers to reoffer the previous lesson or knowledge for the learners that may have found it challenging to understand it in the first lesson or after the initial assessment process. The primary goal is to enhance students’ understanding and ensure all learners are at par with their colleagues.

b. Example: If the previous lesson was about analyzing characters in a specific literary work and the teacher notices some of the students are struggling with the assignment, he can reteach them to enhance their knowledge.

c. Resources: The content to use and visual aids

6. Reflection
a. Definition: Refers to the process of evaluating the performance of both the teacher and student to determine strength areas to maximize and weaknesses to address to ensure long-term success. It includes assessing the information learnt and the skills gain and the effectiveness of the whole learning process.

b. Example: The teacher can use class surveys by offering assessment cards that asks students to rate their experience throughout the course and the areas that require improvement.

c. Resources: Course textbook, Questionnaires, and anchor chats.

Learning Cycle Summary

The learning cycle is one of the critical ways of structuring inquiring on students’ progress as they move from one grade to the other as it occurs in sequential phases. It helps move students through various scientific investigations. It advocates for material assessment at the initial stages before concept construction and extending and applying the learned concepts and approaches to various situations (Marek, 2008). In addition to being theory-based, it is functional and ensures learners acquire adequate information based on their current levels. It will also help the learners enhance engagement in class, promote scientific reasoning, and make sense of different learning ideas.
One of the crucial roles of the learning cycle in supporting diversity and learners’ strength includes fostering the application and adoption of useful principles based on personal skills, capabilities, and capacities to foster the learning process. The learning process makes it is easier to acquire knowledge that focuses on continuous learning (Ermeling, 2012). Regardless of an individual’s background or social status, the model ensures the inclusion of all students with diverse needs in the learning process. It encourages providing the necessary Helpance to students with special needs by facilitating continuous adjustment to align with multiple situations. Those from culturally diverse groups will have access to the desired help that supports their experience.

Some of the instructional strategies I would use for the 8th graders include developing an exit assignment. It will include utilizing the last 10 or 15 minutes of the lesson to recap what students have learned and completing an assignment that mirrors the covered content during the lesson. The objective of this approach is to allow learners to take control of their learning process. The second instructional approach is the use of high-order thinking questions (HOT) throughout the lesson. It will help offer students challenging tasks to foster critical thinking while providing a chance to be challenged. Integrating Resources and Technology Summary Paper

References

Ermeling, B. A. (2012). Improving teaching through continuous learning: The inquiry process John Wooden used to become coach of the century. Quest, 64(3), 197-208.

Marek, E. A. (2008). Why the learning cycle? Journal of Elementary Science Education, 20(3), 63.

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Instructional Design Topic 2: Assessment and Standard Alignment

Birth to Pre-K

Age:5

Age:5

Early Learning Standard:
Promoting Positive Early Childhood Outcomes

Early Learning Standard:
Using Physical Space to Promote Language and Literacy

Objective:
Effective classroom management can set the stage for exciting possibilities for children’s learning. This includes

attention to the organization of the space and furnishings, predictable daily routines, and responsive

interactions between teachers and children. While these factors often are described as distinct, them

interconnection is critical for promoting effective teaching and learning.

Successful teachers know that the arrangement and management of the early childhood classroom have direct

effects on the kinds of behaviors children exhibit as they live and work together. The difference between chaos

and an orderly atmosphere that facilitates learning depends in great part on how the teacher prepares the

environment. That preparation involves what happens before school begins, when children arrive and depart,

when schedule transitions occur, when children interact freely with equipment and materials, and when

conflicts arise.

At the beginning of each school year before the children enter the classroom, the successful teacher must set up

the environment properly. A well-planned physical room arrangement rich with environmental print impacts

language development and the interactions among the children. Children enjoy small, cozy spaces with easily

accessible materials and books. Much more talking and many fewer accidents can occur with this arrangement

than with any other. Integrating Resources and Technology Summary Paper

Objective:
Creating a classroom community that promotes children’s language and literacy development requires that

language and literacy materials, such as books, writing utensils, and printed material, are located throughout the

classroom. The environment and teaching materials should be reflective of the children’s needs, culture, and

language of instruction. Techniques common to the prekindergarten classroom, such as thematic units and

dramatic play activities, can promote literacy development when integrated across classroom activities. A high

quality oral language and literature-rich environment addresses a few key research-based findings.

Assessment and Standard Alignment Summary

Assessment:
Protecting children’s health and safety. Supporting children’s physiological needs for activity, sensory stimulation, outdoor experiences, rest, and nourishment. Providing a balance of rest and active movement throughout the day. Providing materials that reflect the children’s culture and background. Protecting children’s psychological safety, children feel secure, relaxed, and comfortable rather than disengaged, frightened, worried, or stressed.

Assessment:
Studies show that providing even the most basic print-rich environment requires a minimum of five books per

child in the classroom. Access to a wide array of print provides opportunities and tools for children to see and

use written language for a variety of purposes. Second, for hands-on reinforcement of language and literacy

skills, child-directed learning areas should have multiple materials that make connections to relevant literature.

In classrooms with children who are learning English, the environmental print must include familiar print that is

found in the places, objects, and materials that children encounter every day. The print in the classroom often

serves as the earliest source of print awareness for young learners. Labels with words and pictures are

everywhere in the classroom so that children constantly connect written language with the things they

represent.

Kindergarten to Grade 3

Grade: Kindergarten

Grade: Kindergarten

State Standard:
English language learners (ELLs) are expected to meet standards in a second language; however,

their proficiency in English influences the ability to meet these standards. To demonstrate this

knowledge throughout the stages of English language acquisition, comprehension of text requires

additional scaffolds such as adapted text, translations, native language support, cognates,

summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of

comprehensible input. ELLs can and should be encouraged to use knowledge of their first language to enhance vocabulary development; vocabulary needs to be in the context of connected

discourse so that it is meaningful. Strategic use of the student’s first language is important to

ensure linguistic, affective, cognitive, and academic development in English

State Standard:
The desire to achieve educational excellence is the driving force behind the Texas essential

knowledge and skills for mathematics, guided by the college and career readiness standards. By embedding statistics, probability, and finance, while focusing on computational thinking, mathematical fluency, and solid understanding, Texas will lead the way in mathematics education and prepare all Texas students for the challenges they will face in the 21st century. Integrating Resources and Technology Summary Paper

Objective:
Developing and sustaining foundational language skills: listening, speaking, discussion, and

thinking–oral language. The student develops oral language through listening, speaking, and

discussion.

Objective:
The primary focal areas in Kindergarten are understanding counting and cardinality,

understanding addition as joining and subtraction as separating, and comparing objects by

measurable attributes

Assessment and Standard Alignment Summary

Assessment:
Current research stresses the importance of effectively integrating second language acquisition with quality content area education in order to ensure that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills, and reach their full academic potential. Instruction must be linguistically accommodated in accordance with the English Language Proficiency Standards (ELPS) and the student’s English language proficiency levels to ensure the mastery of knowledge and skills in the required curriculum is accessible. For a further understanding of second language acquisition needs, refer to the ELPS and proficiency-level descriptors adopted in Chapter 74, Subchapter A, of this title (relating to Required Curriculum)

Assessment:
Data analysis. The student applies mathematical process standards to collect and organize data to

make it useful for interpreting information. The student is expected to:

(A) collect, sort, and organize data into two or three categories;

(B) use data to create real-object and picture graphs; and

(C) draw conclusions from real-object and picture graphs

Instructional Design Topic 3: Instructional Strategies

Select one standard and one objective from birth to pre-K and kindergarten to grade 3 that you created in Topic 2 and copy/paste them below.

Birth to Pre-K:

Kindergarten to Grade 3:

State Standard: Promoting Positive Early Childhood Outcomes

State Standard: The desire to achieve educational excellence is the driving force behind the Texas essential knowledge and skills for mathematics, guided by the college and career readiness standards. By embedding statistics, probability, and finance, while focusing on computational thinking, mathematical fluency, and solid understanding, Texas will lead the way in mathematics education and prepare all Texas students for the challenges they will face in the 21st century.

Objective: Effective classroom management can set the stage for exciting possibilities for children’s learning. This includes attention to the organization of the space and furnishings, predictable daily routines, and responsive interactions between teachers and children. While these factors often are described as distinct, them interconnection is critical for promoting effective teaching and learning.
Successful teachers know that the arrangement and management of the early childhood classroom have direct effects on the kinds of behaviors children exhibit as they live and work together. The difference between chaos and an orderly atmosphere that facilitates learning depends in great part on how the teacher prepares the environment. That preparation involves what happens before school begins, when children arrive and depart, when schedule transitions occur, when children interact freely with equipment and materials, and when conflicts arise. Integrating Resources and Technology Summary Paper

At the beginning of each school year before the children enter the classroom, the successful teacher must set up the environment properly. A well-planned physical room arrangement rich with environmental print impacts language development and the interactions among the children. Children enjoy small, cozy spaces with easily accessible materials and books. Much more talking and many fewer accidents can occur with this arrangement than with any other.

Objective: The primary focal areas in Kindergarten are understanding counting and cardinality,
understanding addition as joining and subtraction as separating, and comparing objects by

measurable attributes

Direct Instruction Strategies (include the modeling strategies for instruction, guided practice activity that would be whole group to check for understanding, and an independent practice activity). Copy and paste the assessment from Topic 2. Be sure to revise if necessary.

Model:
Introducing work stations

Arranging the classroom into work stations with specifc activities for example the teacher can create a workstation for

Work stations

Watching movies

Creating artwork

Reading

Completing puzzles

Listening to the teacher

Model:
The educator may model the teaching strategies to target different senses

1. Auditory

2. Tactile

3.visual

4. Kinesthetic

This will help the children retain material better especially those who understand better by listening and watching and those whom English is a second language.

Guided Practice:
The movies, film or audiobook the children listen are chosen by the teacher as per the age group.

A workstation where the childen may discuss with the teacher their work and progress needs to be provided.

Guided Practice:
Using info graphics as teaching aids

Providing audio books apart from written texts in line with the sylabus

Role playing: the teacher should first explain what is expected as the end so that students understand clearly what they are role playing

Incorporating charts and illustrations within texts

Giving both spoken and written directions to tasks and assignments. Integrating Resources and Technology Summary Paper

Using relevant physical objects such as money when teaching math skills: using real examples make learning fun and students are enthusiastic to practice out what they learn at home and amongst themselves in school.

Independent Practice:
The student workstations such as those for artwork allow the student to put into practice what they have learned.

They may also attempt to complete puzzles or different types of assignments.

Independent Practice:
Playing video games that are teaching aids can help asses individual progress on the learning material.

Allotting time to students to make artistic interpretation of what they learn through songs, compositions, memonics

Allow children to journal at the end of the lesson what they learn.

Assessment (revise if it does not align with the objective and activities):

The suggested model is in line with the objective of protecting children’s health and safety. Supporting children’s physiological needs for activity, sensory stimulation, outdoor experiences, rest, and nourishment. Providing a balance of rest and active movement throughout the day. Providing materials that reflect the children’s culture and background. Protecting children’s psychological safety, children feel secure, relaxed, and comfortable rather than disengaged, frightened, worried, or stressed.

Assessment (revise if it does not align with the objective and activities):

The suggested model ensures children participate actively in classroom activities enhancing their ability to recognize patterns, count, and practice their newly acquired skills while playing video games, rolw playing, creating songs and memonics. Furthormore by teaching class lesson applications to real life children retain content better.

Modeling and Guided Practice Summary

Modeling is the key to structuring guided practice for teachers to independently apply their strategies to aid students in their learning cycle. For instance, the practice focuses on activities that foster positive relationships between teachers and students. Teachers are able to use models such as artwork creation and visual aid in their interactions in order to tend to the specific needs of each child. For instance, for children between birth and pre-K, the guided practice involves using models of teaching that are enjoyable and engaging. Some of these models include work stations that encourage interactions and playfulness. Children are also engaged in art creation, watching movies, completing puzzles as well as reading short stories. On the other hand, among Kindergarten to grade 3 modeling focus on the achievement of educational excellence in mathematics. Therefore, the guided practice involves the use of complex models such as the use of graphical aids during illustrations. Otherwise, tasks and assignments are also key components of practice for children at this stage because it ensures their skills are harnessed and developed overtime. Integrating Resources and Technology Summary Paper

Instructional Design Topic 4: Engagement and Individualized Learning

Using the same standards and objectives from Topics 2 and 3, you will develop an anticipatory set, a plan for individual needs, differentiation strategies, and closure.

Birth to Pre-K Standard and Objective: Kindergarten-Grade 3 Standard and Objective:
Anticipatory Set: Kids at this stage of early childhood the objective is to improve their information literacy using cartoon characters and visuals. Anticipatory Set: At this stage of childhood development, music can be used to create a jovial mood before a lesson begins. The objective is to get the students engaged in singing the song lyrics as a way to create auditory hook.

Individualized Learning Needs:

Visual: The visual aid of the using cartoons as an anticipatory set helps students to create a humorous mood within the classroom.

Auditory: The auditory hook of listening to cartoon plays a key role in helping students to develop their ability to speak in grammatically correct sentences.

Sensory: Another unique strategy to get students to learn about their five senses involves actively engaging kids is listening to sounds made by animated cartoon characters such as barking dogs, as well as the howling sound made by wolfs.

Individualized Learning Needs:

Visual: The use of visual aids while listening to music such as video clips can help students to develop dance moves. This ensures that students learn about dancing as a way of expression and having fun.

Auditory: Listening actively to music played as an anticipatory set ensures that students learn about themes from the lyrical aspect of music. As a result, students are able to understand the message of music being played.

Sensory: Playing music allows students to use their hearing sense to comprehend the message being passed by the tune. By actively listening to the lyrics of a song, students can develop into good song writers by way of re-writing these songs. Integrating Resources and Technology Summary Paper

Differentiation Strategies:

Above Grade Level:

· Completing puzzles

· Creating artwork

Below Grade Level:

· Watching a video

· Artwork creation

Differentiation Strategies:

Above Grade Level:

· Use of infographics

· Providing journaling tasks

· Use of task cards

Below Grade Level:

· Providing audiobooks

· Providing written and spoken directions for assignments

· Providing goal setting exercises

Closure:
Anticipatory sets are a bonus way for allowing students to learn at the individual level as it keeps students wondering and excited about their next tasks.

Closure:
At this stage, students are trained to retain information and develop key skills. As an instructional session, interactive polls and think-pair share strategies can be used to develop excellent ways for students to learn at the individual stage.

Summary:
Generally, anticipatory sets are important when trying to engage students. The objective is to energize students by using creative outlets as a way to start class sessions. Instructional needs of students determine whether to use high or low tech strategies. Personality injection is key for teachers when trying to incorporate tasks that will interest students. These sessions allow teachers to observe student learning at an individualized level in order to determine the best way to provide help by working collaboratively. The objective for instructors is to identify students’ interests to establish ways through which by can be incorporated in individualized learning. These sessions encourage student engagement as an opportunity to trigger their curiosity by way of asking questions about various topics.

References

Downer, J. T., Rimm-Kaufman, S. E., & Pianta, R. C. (2007). How do classroom conditions and children’s risk for school problems contribute to children’s behavioral engagement in learning?. School Psychology Review, 36(3), 413-432.

Williford, A. P., Bulotsky-Shearer, R., Bichay, K., Reilly, S., & Downer, J. T. (2018). Adapting assessments of child engagement to develop an early childhood consultation model. Journal of Applied Developmental Psychology, 56, 67-78.

Instructional Design Topic 5: Integrating Resources and Technology
Using the same standards and objectives from Topic 3, select four developmentally appropriate resources with one of those being a technology resource.

Birth to Pre-K Objective: Kindergarten to Grade 3 Objective:
Resource 1 (with justification and possible challenges) Resource 1 (with justification and possible challenges)

Resource 2 (with justification and possible challenges)

Resource 2 (with justification and possible challenges)

Resource 3 (with justification and possible challenges)

Resource 3 (with justification and possible challenges)

Technology Resource 4 (with justification and possible challenges)

Technology Resource 4 (with justification and possible challenges)

Summary:
Instructional Design Topic 6: Re-assessing and Data Collection
Birth to Pre-K Standard and Objective: Kindergarten to Grade 3 Standard and Objective:
Formative Assessment 1 Formative Assessment 1

Formative Assessment 2 Formative Assessment 2
Modifications:

Visual:

Auditory:

Sensory:

Modifications:

Visual:

Auditory:

Sensory:

Summary:
Instructional Design Topic 7: Reflection of the Learning and Teaching Process
Part 1: Reflection

Part 2: Improvement Plan

Integrating Resources and Technology Summary Paper

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